Across England we are seeing rising levels of school exclusion, persistent school non-attendance, and increasing pressure on already overstretched alternative provision settings. This is pushing schools to rethink how they support pupils who have additional needs to learn and stay connected to their mainstream school community.

A quiet revolution is taking place inside school buildings: the emergence of Internal Alternative Provision (IAP).

What is Internal Alternative Provision?

Internal Alternative Provision is an in-school intervention designed for pupils who are experiencing challenges engaging with learning, for reasons such as special educational needs (SEN), emotionally based school non-attendance (EBSNA), or other factors affecting participation. It serves, temporarily, in place of mainstream lessons, offering a safe space for students to receive targeted support.

When done well IAP offers far more than alternative education but a well thought out reintegration strategy personalised to each pupil. 

What does effective Internal Alternative Provision look like?

According to The Difference, four key principles underpin effective internal alternative provision:

  • Integrated with the School Community
    Effective IAP is not a punitive or isolated space. It aligns closely with the mainstream curriculum, encourages regular interaction with teaching staff, and is supported by a whole school approach to inclusion.
  • Needs-Based and Responsive
    Staff focus on understanding each pupil’s individual learning, wellbeing, and safety needs through tailored assessments.

  • Balances Academics and Wellbeing
    High academic standards are maintained through a broad curriculum, small group learning, and targeted support. Social and emotional development is also a core focus.

  • Driven by Measurable Outcomes
    Success is defined by long-term, pupil-centred outcomes. This includes tracking academic progress, behavioral needs, attendance, and wellbeing, all aimed at preparing students for reintegration or achieving qualifications.

AV1 – Building the Bridge from IAP to the Mainstream Classroom

Much of the research  around IAP highlights the importance of a graduated approach when reintegrating pupils back into mainstream classes. But while we know that phased transitions are essential, the real challenge lies in how to support this  in practice.

Following a similar curriculum to their peers or having occasional check-ins with subject teachers helps pupils stay academically on track but it doesn’t necessarily build the bridge back into the classroom. That’s where the AV1 robot can make a real difference.

What AV1 Offers

Using AV1 on school sites presents a significant opportunity to support pupils as they transition from IAP back to mainstream lessons. The robot acts as a gateway: keeping the pupil connected to their learning and school community without the pressure of immediate physical attendance.

With AV1, a pupil can:

  • Stay connected to mainstream lessons throughout their time in IAP
  • Access teacher-led content as part of a hybrid timetable
  • Observe the sensory and social environment of the classroom without being physically present
  • Socially interact with other pupils

All AV1 sessions are live, secure and encrypted, with the teacher in full control at all times – ensuring safe use in line with school safeguarding policies. 

Boosting Staff Efficiency

AV1  relieves pressure on IAP staff to be subject specialists, allowing them to focus on providing essential support and scaffolding.

Pupils who are able to learn more independently can attend lessons virtually via AV1 , while staff concentrate on supporting others. This approach has the potential to increase the number of children who can access learning in the IAP at any one time.

Beyond the Curriculum

The use of AV1 doesn’t have to be limited to lessons. It can be used to give pupils access to assemblies, extra curricular activities and school trips.

These moments, where pupils feel included, seen, and socially connected can be just as crucial as academic re-engagement. For some, these positive social experiences are what unlock the confidence to return physically.

A bridge, Not a Shortcut‍

It’s important to recognise that attending lessons through AV1 may feel daunting at first. Planning around the individual needs of the pupil is key.

Be prepared to start slowly:

  • The first session might simply involve logging on to speak to a trusted member of staff, or joining a small group session with a few peers.
  • When they begin observing lessons, pupils should be reassured that they can stay muted, in passive mode, or log off at any time if it becomes overwhelming.
  • As their confidence builds, the length and number of AV1 sessions can gradually increase. 

Together, staff and pupil can begin setting achievable goals towards in-person attendance as one school in Wales showed: 
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"He loved using the AV1 to look around the classroom and get familiar with his surroundings again. He was able to hear the noise level, see the teaching and  gradually get more confident to the point where we could then walk him down to the classroom. Sometimes he would go in for the first five minutes and then come back and use the robot for the rest of the lesson. We built his timetable  up that way to the point that he is now going into about 90% of his lessons."
Kirsty Berry, Assistant Head,  St Cyres School

A phased reintegration plan might include some lessons attended via AV1 from IAP, and others gradually introduced in person. This hybrid model gives pupils both continuity and choice, making the transition feel safer and more manageabl

One of the known risks with IAP is that pupils may feel more secure there and find the transition back to mainstream classes challenging. But reintegration is not a one-off event, it’s a process. AV1 helps keep that process alive by maintaining a live link to the wider school experience.